This
report has been written following an evaluation of the Transition Year (TY) programme
in St Raphaela’s Secondary School, Stillorgan, Co. Dublin. It presents the findings
of the evaluation and makes recommendations for the further development of the
programme in the school. During the evaluation, the inspector held meetings with
the school principal, the co-ordinator, a core group of teachers and with a
small group of students. The evaluation was conducted over two days during
which the inspector liaised extensively with the programme coordinator and
visited classrooms to observe teaching and learning. The inspector provided
oral feedback to teachers on lessons observed. The inspector also examined
students’ work and reviewed relevant documentation pertaining to the programme,
as well as teachers’ written preparation. The outcomes of the evaluation were
discussed with the school principal, the programme coordinator and members of
the core team at the end of the evaluation period.

St
Raphaela’s Secondary School introduced TY to its programme provision in 1980. Participation
in TY is optional as outlined in the school’s admission’s policy. There are
currently two class groups following the programme. The school’s mission is
lived out through many aspects of the TY programme including student
participation in the community care module and in fundraising events for
charity. The board of management of the school was given an opportunity to
comment on the findings and recommendations of the report; a response was not
received from the board.

A
whole-school approach to TY, in accordance with Transition Year Programmes,
Guidelines for Schools, is fostered by senior management, who take an
active part in the planning, development, and promotion of TY in the school. The
principal displays effective leadership regarding the programme and its
implementation. The whole school community is kept fully informed regarding the
TY programme in many ways. TY is on the agenda of every staff meeting when the
coordinator can address the whole staff on issues relating to TY. In this way,
staff can contribute to the effective planning and review of the programme and
minutes of staff meetings provide evidence of the extent of whole staff
consultation regarding TY. Information is disseminated to students and staff
through the special TY notice boards. TY events, activities, and student successes
are highlighted in articles published in the school’s newsletter.

Student
achievement in TY is affirmed and celebrated by the school community. This is
very good. Upon completion of TY, a dedicated TY awards event is organised. This
important event includes a formal presentation of TY certificates and also
affords students with the opportunity to display samples of the work they have
completed throughout the year. TY students are also affirmed and celebrated at
the whole-school prize-giving ceremony at Christmas and summer where they are
awarded certificates for their academic performance and application to study.

1.2Resources

Senior
management effectively deploys teachers across the programme and teachers’
skills are well utilised in designing and implementing the TY programme. The
majority of teachers on the staff is involved in the delivery of TY. There is
ongoing support for staff to pursue continuing professional development (CPD).
For example, teachers of TY have participated in in-service programmes which
have enhanced the delivery of TY modules, including the European Computer
Driving Licence (ECDL) and the Design and Engineering Module. The current
coordinator has participated in the TY induction course for new coordinators,
the benefit of which was clearly in evidence during the evaluation.

TY
classrooms and subject specialist rooms are commendably utilised for the
delivery of the programme. Information and communication technology (ICT) was
used effectively in both organising and implementing the programme. It is
recommended that ICT be further integrated into TY students’ learning
experiences and in this context consideration should be given to enhancing ICT
facilities in the TY base classrooms. A comprehensive list of TY resources should
be made available on the school’s computer network in an effort to promote
cross-curricular approaches to TY programme implementation.

On
enrolment to the programme, parents agree to the payment of a contribution to
cover expenses for most activities. Some optional courses are offered to
students after school which may incur an additional contribution.

1.3Student selection and
support

Third-year
parents are invited to a TY programme information evening and parents are
encouraged to discuss the TY option with their daughters following this
presentation. Applications to the programme are invited following which
students may be requested to present for interview to ensure student
suitability to the school’s TY programme. Students who would benefit from the programme
and who have not applied are also interviewed. It is very good that the criteria
for the allocation of places to TY are clearly laid out in the school’s
enrolment policy.

The
guidance plan for TY has the aim of assisting students in choosing appropriate
subjects for senior cycle and informing them of the benefits and significance
of continuing education. Students achieve interview skills, are introduced to
the world of work, attend a careers evening, visit university campuses and
undergo differential aptitude testing (DATs) to help direct them to appropriate
subjects for Leaving Certificate. This is commendable. It is very praiseworthy
that guidance is timetabled for one lesson period each week for TY.

Students
with additional needs are well supported and resource hours are well utilised.
A small number of students have special needs assistants (SNAs) and SNA support
is available to students for most activities and subjects. There is occasional
withdrawal for support with project work and foundation level Mathematics and
Irish are provided through the learning support department. Differentiation
practices were evident in the classroom, the benefit of which was evident in
the successes of the TY students.

At
the outset of the academic year students partake in a very good induction
programme. Students are guided through the timetable for the year and are
informed of rules and expectations pertaining to the TY programme in the
school. An induction questionnaire is distributed with a clear focus on highlighting
student achievement, expectations and reasons for choosing TY. Students are
taken on an induction trip in September to consolidate the induction process.
The weekly timetabled lesson period assigned for the coordinator to meet with
the TY group facilitates enhanced support to students throughout the year.

1.4Home-school links

The
TY programme in St Raphaela’s has received full parental support. Contact with
parents is on-going throughout the year and letters reviewed during the
evaluation show the extent of this communication. Initially, parents are made
aware of the purpose and nature of the TY programme at the information evening.
Parents are invited to the school’s awards ceremonies and to the TY graduation
night and are invited to make suggestions regarding the programme at this time.
Many parents play an active part in TY, for example, parents are invited to
present information on their own careers at the careers evening and are
approached to help regarding work experience placements. Parents also support
the school’s annual musical production in cooperation with a local boys’ secondary
school.

The
school newsletter and school website keep parents informed of school
activities, including TY activities. There is ongoing communication between home
and school through the student journal and it was evident in the course of the
evaluation that these journals were well utilised and kept up-to-date. Parents
receive meaningful feedback on student progress by means of school reports sent
home following examinations at Christmas and Easter. The format of the student report
template for TY has been adapted to include all subjects and modules in
addition to the core subjects. Reports also indicate attendance, punctuality
and general behaviour in addition to the grade and comment. This is very good. To
strengthen parental communication in TY and to gather further evaluative
comments from parents on the programme, it is recommended that a parent-
teacher meeting be introduced for TY, and it is suggested that the student may
be present at this meeting.

The
school has an appropriate current TY written plan in place. It is comprehensive,
broadly in line with Department guidelines and outlines the many aspects of
programme provision. The plan begins with the aims and objectives for the
programme. It then outlines the structure of the TY curriculum and addresses such
matters as programme induction, assessment, evaluation, links with parents and
the community and financial and organisational details. However, the TY subject
plans require further attention. Each subject plan should follow Department
guidelines on writing the programme, including details on how each subject is
evaluated and how a cross-curricular approach can be developed. Therefore, it
is recommended that TY subject planning be reviewed. ICT provides an
opportunity for subject departments to draw up their TY subject plans
electronically. In this way each plan can be easily updated following annual
review.

A
small TY core team, consisting of the TY coordinator, the guidance counsellor,
the work-experience coordinator and the TY class tutors drive the programme
forward with vision and enthusiasm. The core
team assists the coordinator in organising the programme and evidence gathered
in the course of the evaluation shows that the core team plays a vital role in
the implementation and evaluation of TY in the school. Team meetings take place
once per month and issues discussed include programme organisational issues and
forthcoming events.

The
TY programme is collaboratively evaluated and programme evaluation and review have
had a positive effect on the delivery and implementation of the TY programme in
the school. For example, the timetabling of Physical Education (PE) and the
ECDL was modified to best suit student needs and a swimming module was
introduced in addition to self-defence to raise awareness of the importance of
exercise and fitness. Student responses in the TY questionnaire administered
annually provide evidence of a very high level of satisfaction with TY and
students confirmed their high level of satisfaction in the course of the
evaluation. Staff meetings play a vital role in internal evaluation of TY. It
is recommended that evaluative practices be further developed by requiring
students to maintain a logbook diary where they can record and evaluate their
personal TY experiences on a weekly basis.

2.2 Coordination

TY
coordination duties are clearly defined, are extensive and include the following
tasks: organisation and planning of the programme; liaising with the whole
school community; and maintaining records and reports. These duties are carried
out very effectively. In addition, the TY coordinator also undertakes TY year
head duties and meets other year heads on a weekly basis. In this capacity, the
coordinator looks after student discipline and pastoral issues and monitors
attendance, school uniform and school journals. It is very good that the
coordinator has regular class contact with all TY students. Communication with
parents, senior management, teaching staff, students and the whole school
community is very effective.

2.3Curriculum

The
TY curriculum in St Raphaela’s endeavours to enable students to build on their
academic achievements, to prepare for senior cycle and for their future role in
society. The curriculum offers a variety of subjects, modules and activities
and is broad and balanced in line with Department guidelines. Some core
subjects offer continuity from junior cycle and some optional Leaving Certificate
subjects are sampled. Some new subjects are introduced including Japanese,
with a view to formulating a class group for fifth year. It is very
praiseworthy that a very high uptake of Japanese for Leaving Certificate has
followed its introduction in TY. Students are provided with a half-yearly
rotation of many subjects and it is very good that all students take all
subjects regardless of having chosen that subject at junior cycle, the only
exception being the continuation of their previous modern European language.
Short modules are organised in subjects such as Russian, Gaelic Football
Coaching, First Aid and Self-assertiveness. These courses provide diversity
within the TY curriculum. In relation to core subjects, however, it is
recommended that the content of the TY Mathematics course be re-evaluated to
ensure that there is a suitable balance between core academic material and
innovative TY material.

Active
learning, group and team work have been successfully integrated into many key
aspects of the programme. The Log on Learn Initiative is very praiseworthy in
that TY students are required to teach a computer module to older members of
the local community who come into the school. The links fostered are very
beneficial to all involved. However, because this activity is not timetabled,
students can lose out on valuable tuition in other subjects. It is recommended
that the school endeavours to timetable such activities in an effort to ensure
other courses can complete their planned activities.

Activities
outside the classroom are encouraged and supported by the school and these
activities are a vital element of the TY programme. Students are timetabled for
an outreach programme whereby they experience a variety of cultural experiences
such as drama and film-making. Confidence building is promoted through these
activities. Networking with other schools is a very praiseworthy activity in
any TY programme as is the sharing of resources, teacher expertise and student
talent. Opportunities to forge cross-curricular links between subjects are
exploited. Currently, these links are focused on Physical Education, Home Economics
and the school musical. However, further opportunities may present themselves
in the future.

Students
are provided with opportunities to learn to be responsible and participative
citizens and actively participate in their local community including
involvement in the community care programme which has the aim of affording
students the opportunity to volunteer in their local community. This
half-yearly module plays a vital part in fulfilling key aims of TY. Students
work in local hospitals, crèches and schools and help young adults with
learning difficulties. The fact that students are timetabled for this on a
weekly basis contributes to the incremental development of social awareness.

Work
experience provides a vocational element to the programme and tasks undertaken
in an adult working environment play an important part in the development of
students’ experiential learning. Students are well prepared for work experience
with support from the work experience coordinator, the TY coordinator, the
school guidance service and senior management. Students receive a full day
workshop on personal grooming and presentation in advance of their work
placement. This is very good practice. Work experience is organised in one
two-week block, with students encouraged to achieve different work placements
for each week. In addition, a third week is possible for some students to
facilitate special placements. An evaluation form is sent to employers and
feedback has been very positive. It is also very positive that students
evaluate their own work experience and are encouraged to discuss their work experiences
in class.

A
written yearly current plan was available for all subjects evaluated in the
course of the inspection. The taught programme reflected, in the main, the
school’s plan for the programme. The good level of advance planning for lessons
led to effective student learning. Handouts, materials and practical and ICT equipment
were ready in advance of lessons. The varied methodologies observed in lessons
worked very well as a result of well-thought-out strategies.

3.2Learning and teaching

Lessons
were in the main well structured. The practice of sharing learning objectives
with students and concluding each lesson with a plenary review should be
extended to appropriate subjects and modules. The pace of lessons was suitable
to students’ abilities. Relationships in the classroom were very good and student
learning was enhanced as a result. Classroom management was effective. Teacher
inputs were generally short, clear and concise and teachers in the main
demonstrated an awareness of TY aims while delivering classroom lessons. Teachers
had high expectations of students and students responded positively to these
expectations. Students enjoyed the variety of learning experiences encountered
both within and outside the classroom.

There
was seamless integration of a wide variety of activities, interactions and
teaching methodologies. The board was used effectively to highlight key ideas
and as an aid to group assignments. However, it is recommended that ICT be used
more widely as an aid to student learning. For example, its use would enable
students to focus on important key ideas, graphs and diagrams and would further
consolidate the learning process. In addition, it is suggested that group work
would encourage students to support each other and it is recommended that this
methodology be incorporated more widely into TY lessons. Participation by
students was very good in the vast majority of lessons, however, it is
recommended that when half of a class group are actively involved in an
activity, that the other students are given a similar active assignment. Worksheets
and other teaching aids were used to reinforce learning and to engage students
as active learners. It is recommended that this practice be extended to other
appropriate lessons.

In
one lesson, students learned about eating disorders and were given group
assignments to analyse a case history. Students showed an ability to summarise,
to present their findings confidently and to communicate collaboratively in the
completion of their assigned task. The skills developed are in line with TY
aims. Students’ confidence was developed and reinforced in line with TY
guidelines. In addition, the attention to students’ social and personal
education was excellent.

Questions
were designed to elicit specific responses but emphasis was also placed on
higher-order questions, which encouraged students to hypothesise, to speculate
and to explain their reasoning. Evidence was provided in the course of the
evaluation to indicate that students’ understanding of material was of a high
quality. In one lesson visited, students discussed an interview they had
carried out with an elderly relative. Students had recorded responses to
questions posed on a well-designed worksheet. A video highlighting the events
of a particular year was played for a short time, with a focused discussion
comparing then to now, with a good focus on critical thinking skills through
probing questions. This active learning experience fulfils key TY aims.

Practical
activities and development of research skills was the focus of some lessons
evaluated. Differentiated teaching practices were in evidence with individual
and group help and support as needed. A very good investigative approach to
learning and active learning were promoted.

Teachers
were knowledgeable, enthusiastic and innovative. Concepts were explained with
clarity and students demonstrated positive attitudes to learning. In the case
of some subjects evaluated, it is recommended that materials, ideas and
methodologies be introduced into the subject, in line with TY guidelines, to
make it an innovative experience for students. Linking the learning experience
to students’ everyday lives will aid this process.

3.3Assessment

TY
students sit examinations at Christmas and at Easter and reports are sent to
parents following these examinations. There is ongoing assessment through class
work and project work. Employers assess students’ work experience and
self-assessment is encouraged through students’ personal reflection journal
which is maintained and monitored in English lessons. This is very good
practice. There is systematic recording of students’ attendance and progress
and high quality records are maintained.

To
strengthen the assessment process and to introduce a balance to the examination
process, it is recommended that students be required to maintain a portfolio
and that a portfolio interview forms part of students’ overall end-of-year
assessment. For example, students may be allowed choose what they consider to
be some of their best work for this interview and interview criteria and
marking should be clearly set out. In addition, consideration should be given
to students maintaining an electronic portfolio with, for example, photographs
of activities undertaken during TY.

There
is good emphasis on homework in the TY programme with homework being assigned
during many lessons evaluated. Students receive annotated feedback and
affirmative comments on their work in some subjects and this is very good
practice as it supports formative assessment. The school’s academic committee
has carried out a comparative analysis of TY students’ Leaving Certificate
grades compared to those who have not chosen TY and have found favourable
outcomes for those who had chosen TY. This practice exemplifies the very
positive and forward-looking approach adopted by the school in relation to the
TY programme.